Expanding Audio Education Pedagogy: linking creative practice with audio production education.

Bielmeier D. Expanding Audio Education Pedagogy: linking creative practice with audio production education. In: AES Conference: 2021 AES International Audio Education Conference. Audio Engineering Society; 2021. Paper 30. Available from: https://aes.org/publications/elibrary-page/?id=21220

@inproceedings{Bielmeier2021_21220,
  author = {Bielmeier, Doug},
  title = {{Expanding Audio Education Pedagogy: linking creative practice with audio production education.}},
  booktitle = {AES Conference: 2021 AES International Audio Education Conference},
  note = {Paper 30},
  year = {2021},
  month = jul,
  publisher = {Audio Engineering Society},
  url = {https://aes.org/publications/elibrary-page/?id=21220}
}

TY  - CPAPER
TI  - Expanding Audio Education Pedagogy: linking creative practice with audio production education.
AU  - Bielmeier, Doug
T2  - AES Conference: 2021 AES International Audio Education Conference
M1  - Paper 30
PY  - 2021
DA  - 2021/07/06
UR  - https://aes.org/publications/elibrary-page/?id=21220
PB  - Audio Engineering Society
LA  - en
AB  - Since the inception of audio production programs, a schism has existed between creative practice (e.g. composers) and technical roles (e.g. audio engineering). However, as the democratization of technology has been integrated into modern audio production workflows, contemporary audio professionals and students are increasingly seeking ways to combine music creation and recording, editing, and mixing. As a result, there is a demand for audio production programs to develop curricula that links creative practice with commercial audio production education. This paper (a) identifies the ambiguity when defining contemporary audio production programs, (b) describes the educational goals of current audio production students to prepare themselves for employment in the contemporary music industry, and details the five phases of creative practice for the development of critical thinking skills, troubleshooting, and the ability to work under the authority of a mentor. In addition, this paper describes a Basic Creative Recording Project (BCRP), which balances technical learning objectives while incorporating the acquisition of creative practice skills. The BCRP project schedule is detailed with examples for meetings and assignment turn-ins. A process-based assessment is described and includes detailed session documentation, recursive feedback loops, and verbal presentations. Infusing the creative process within an audio production project can help to engage students already involved in the creative process.
ER  -